Other Information: In 2010-2011 continuing to receive PBIS and emergent Literacy training

The SAU 43 ECE Leadership team currently consists mainly of the Community Preschool Program located within Richards’ Elementary School. Economic conditions at area preschool programs have become a reality-barrier, preventing the continued participation of other preschool programs on the SAU 43 ECE Leadership Team, although the Preschool Coordinator continues active efforts to maintain some participation from the area preschool programs. The Community Preschool Program has completed the development of Tier 1 systems for PW-PBIS, including finalizing a program-wide behavior matrix and acknowledgement system, tweaking the response procedure forms for increased efficiency and quality of behavior incident data collection, as well as further improving use of behavioral screening information for data-based decision-making purposes. The team has also finalized a yearly planning calendar and a tiered-support process flowchart for behavioral systems. The team has developed communication methods in various formats regarding RTI components for families. The team is now focusing on Tier 2 targeted group interventions for students, including the development of “Teacher Check, Connect and Expect” (TCCE) and small group social skill supports using evidence-based curriculum content. Additionally, The Community Preschool Program at Richards’ school has begun addressing Tier 1 literacy supports for students, including the exploration of a preschool literacy curriculum and literacy-based screenings for students. This team continues to integrate professional development content within the context of regularly-scheduled team meetings.

Other Information: In 2010-2011 continuing to receive some PBIS tier 2 and tier 3 and starting Literac tier 1 training

NH RESPONDS is working at the 4th and 5th grade level at Towle Elementary School. They initiated their work in the 2008-09 school year focused initially on behavior. This year the Newport schools underwent significant changes in the SAU Leadership and were occupied with priorities other than the NH RESPONDS project during the summer and fall of 2010. The Towle Universal Behavior team has continued to implement key features of the universal system including teaching behaviors in multiple problematic locations (hallway to lunch line and playground). The Towle Tigers reinforcement system is being reenergized this spring after a successful positive climate activity lead by the student leadership team in March. The decisions have been based on data and a booster for classroom behavior is being planned. The Towle Tier 2 Behavior team mid-year began earnest implementation of the Teacher Check, Connect, and Expect (TCCE) intervention.

Once initiated during the winter of 2010-11, training and technical assistance at Towle, as a new school to the literacy side of the project, has focused on generating definitions and descriptions of all components and processes of the RtI for Literacy system including guiding principles/vision, Tier 1, Tier 2, Tier 3, and assessments (screening, progress monitoring). Relevant strategies for consensus and infrastructure development are integrated in the technical assistance. During this emphasis on designing the RtI for literacy system, Towle literacy/leadership team is working closely with the other elementary school in their SAU, Richards.

This K-3 school entered NH RESPONDS in 2009-2010 and is focusing on literacy. The Newport schools underwent significant changes in the SAU Leadership and were occupied with priorities other than the NH RESPONDS project during the summer and fall of 2010. Once resumed during the winter of 2010-11, training and technical assistance at Richards has focused on refining definitions and descriptions of all components and processes of the RtI for Literacy system including guiding principles/vision, Tier 1, Tier 2, Tier 3, and assessments (screening, progress monitoring). Relevant strategies for revisiting and maintaining consensus, continuing infrastructure development, and refining initial implementation efforts are integrated in the technical assistance. During this emphasis on designing the RTI for literacy system, Richards’ literacy/leadership team is working closely with the other elementary school in their SAU, Towle.